The present work has as a question How do Physical Education classes in
Supervised Stage I and II / UFPA materialize, based on the theoretical framework of
Historical-Critical Pedagogy? And its objective is to analyze the materialization of
Physical Education classes in Supervised Internship activities by the theoretical
framework of Historical-Critical Pedagogy. The methodological course traced from
the approximation with the dialectical historical materialist method. Our research was
developed from a field research, whose locus was Stages I and II, the subjects were
characterized as students / trainees of the Physical Education / UFPA course of the
fifth and sixth semester that used the theoretical and methodological framework of
the Historical-Critical Pedagogy in ES classes. The results show that the materiality
came from the assimilation - not in its entirety - of the referential by most students.
Methodologically, there was more accumulation on questions related to the
structuring of the classes that contributed to its better development, but that there is a
need for further study by the students about this referential. It is concluded at the end
of our research that the Physical Education classes in Supervised Stage I and II /
UFPA materialize from the partial assimilation of the PHC framework, because most
students were able to understand it, with its theoretical and methodological
foundations. teaching, not in its entirety, but in specific questions to teach in favor of
the materialization of historically systematized knowledge.
|
